Referências Viviográficas na EJA: narrativas de memórias literárias discentes

Abstract

The use of references is a constant practice and even a determining one, in terms of providing credibility, in the field of scientific research. However, it should be noted that the reflections of this research are directed to students of Elementary Education of Youth and Adult Education (EJA, in Brazil) of a public school in São Gonçalo / RJ and aim to demonstrate the potential of references arising from experiences, the so-called viviographic references, which are founded on life experience, based on students’ memories narratives inspired by the literature. Students of this teaching modality, in a serial system and which concludes each semester, they did not have access or continuity of studies at the expected age and they are part of hybrid classes formed by young people, adults and seniors, representing a veritable treasure of experiences that mobilize knowledge in sharing and that are (trans)formed into inspiration, reference and collective learning. Therefore, this study of a viviographic nature and that considers the qualitative principles unfolds through the weaving of the bibliographic references contributions in the area, such as Arroyo, Freire, Ecléa Bosi, Josso, Cosson, Fontoura, among others, and of the viviographic references, that is the actors and authors of the research, the Youth and Adult Education students, with narratives that are entangled and intertwined in the plots and dramas of real life. It is expected that, through reading short texts of Brazilian literature on memorial themes, it is possible to inspire students’ narratives about experiences of life, promoting literary literacy and authorship in the development of Viviography, an insurgent concept in defense of the importance of oral and written narratives of the students' life and memories for their education inside and outside the school, with the status of viviographic references and for studies in the area. In this way, the students' narratives and experiences are not only research results, but also a theoretical-viviographic foundation that justifies and supports the research developed and written together with the Youth and Adult Education students in emancipatory identity processes.